Training
Certification Questions

Is memorizing the formulae a prerequisite for learning addition and subtraction well? Please share your opinions and give examples using 5’s complement addition and 5’s complement subtraction.

Please give examples using 10’s complement addition and 10’s complement subtraction formulae (In the example, include both 5’s and 10’s formulae and explain the differences).

Please give example of 10’s mixed addition and subtraction (List the 10 common examples before you demonstrate)

Please demonstrate how to conduct mental arithmetic with listening (one digit and two digits). Please explain the focus and timing to start this exercise.

Please demonstrate how to conduct mental arithmetic with reading (one digit). Please explain the focus and timing to start this exercise

Please give an example of addition and subtraction where students make common mistakes. For example, students always make a mistake of 1 or 2 in their answer.

Please explain the focus of abacus 2digit addition (especially on moving into 50, moving into 100 and mixed formulae addition)

Please explain the focus of 2digit subtraction (especially subtracting from 50, 100 and mixed formulae subtraction)

Please demonstrate how to do multiplication on abacus (setting place, 2 x 1, 3 x 1 and 2 x 2)

Please demonstrate how to do division on abacus (setting place, 3 ÷ 1, 4÷1)

Please give examples of common mistakes students make when doing 2digit addition and subtraction. For example, a difference of 10 in answers, missing a number, repeating a number, putting the number in the wrong place, switching the place etc.

Please demonstrate how to do addition and subtraction with fractions on the abacus (explain the concept of dimes and cents, how to write answers)

Please demonstrate how to do 4 ÷ 2 division (no overquotient). Give examples of different positions of quotients on abacus in different scenarios (large divisor and small divisor)

Please demonstrate how to do 4 ÷ 2 division (overquotient). Give examples of overquotient by one, overquotient by two and overquotient by three or more)

Please demonstrate how to do 4 ÷ 2 division (samefirst digit). Give examples of different questions in which the second digits in divisors are either big or small

Please demonstrate how to do 5 ÷ 2 division. Explain the difference between questions in which the answer has a zero in the middle or at the end.

Please demonstrate how to do 5 ÷ 3 division. Explain what to do when the third digit of the divisors is an overquotient.

Please demonstrate how to do 3 x 3, 2 x 4, 4 x 2 multiplication. Give example of headtohead multiplication and small times big multiplication)

Please explain the focus of 2 x 1, 3 x 1 mental multiplication and 3 ÷ 1, 4 ÷ 1 division

Please demonstrate how to solve for square roots (2digit integers). Explain the steps and half of squares formulae.

Please demonstrate how to do addition and subtraction with fractions and negative numbers. (Focus on solving the questions from the highest place and writing answers)

Demonstrate how to do solving for square roots (3digit integers)

Demonstrate how to do solving for square roots (3digit fractions)

Demonstrate how to do Level 3 multiplication (name numbers). Explain setting place, rounding and find answer to the requested place.

Demonstrate how to do Level 3 multiplication no (name numbers). Explain setting place, rounding and find answer to the requested place.

Demonstrate how to do Level 3 division (name numbers). Explain setting place, rounding and find answer to the requested place.

Demonstrate how to do Level 3 division (no name numbers). Explain setting place, rounding and find answer to the requested place.

Demonstrate consecutive multiplication and division, and primary operations questions.

Demonstrate how to do mental multiplication 2 x 2, 2 x 3, 3 x 2. Explain the connect between student’s mental addition and subtraction capability and mental multiplication capability. Explain methods.

Demonstrate how to do mental division 4 ÷ 2. Explain the different methods for regular, overquotient and samefirst digit questions.

Demonstrate how to do Level 1 and 2 multiplication on abacus. Explain the advantage and disadvantages of the different methods (setting place last, small times big)

Demonstrate how to do Level 1 and 2 division. Explain how to determine the place values of the dividends and divisor and how to use omission to save time.

Demonstrate how to use omission techniques for multiplication (name number and no name number). Explain the omission techniques and things to pay attention to when using this method.

Demonstrate how to use omission techniques for division (name number). Explain the omission techniques and things to pay attention to when using this method.

Demonstrate how to use omission techniques for division (no name number). Explain the differences between numbers that are dividable and not.

Demonstrate how to solve for cubic roots (2digit integers). Explain the steps and how to do returning.

Demonstrate how to solve for cubic roots (3digit integers). Explain the steps and what to do when the divisors are over 100.

Share your favorite mathematic or numerical games that can be played with students (2 to three games)

Please explain how oneway clear method works. Compare the oneway clear method for addition and subtraction, multiplication and division with the current methods.

Share your special experience and inspiration when teaching. They can be anything regarding teaching, competition, instructor training, certification exams etc.